Predictors and Consequences of Children's Social Competence Across Early and Midd

早期和中期儿童社交能力的预测因素和后果

• 批准号: 8053834
• 负责人: Kristen L Bub
• 金额: $ 7.01万
• 依托单位: AUBURN UNIVERSITY AT AUBURN
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-05-01 至 2013-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8053834
• 关键词: Academic achievement; Achievement; Address; Adolescence; Adolescent; Adult; Age; Area; Attention; Behavior; Behavioral; Biological; Birth; Caring; Characteristics; Child; Child Care; Childhood; Climate; Data; Data Set; Descriptor; Development; Dimensions; Education; Environment; Equation; Exhibits; Failure; Family; Foundations; Goals; Home environment; Human Development; Individual; Informal Social Control; Knowledge; Lead; Learning; Life; Link; Longitudinal Studies; Measurement; Measures; Modeling; National Institute of Child Health and Human Development; Observational Study; Outcome; Parent-Child Relations; Parents; Pathway interactions; Phase; Play; Policies; Prevention; Preventive Intervention; Problem behavior; Process; Regulation; Research; Respondent; Review Literature; Risk; Role; Rosa; Schools; Scientific Advances and Accomplishments; Sleep; Sleep disturbances; Social Development; Social Identification; Social Impacts; Social Problems; Socioeconomic Status; Students; System; Testing; Time; Translating; Work; anti social; base; early adolescence; early childhood; experience; functional outcomes; improved; informant; innovation; insight; knowledge base; novel; peer; prevent; programs; prospective; public health relevance; skills; social; social science research; social skills; teacher

DESCRIPTION (provided by applicant): Children who do not have well-developed social and behavioral skills early on are at greater risk for later academic failure than their more socially skilled peers (Raver, 2002; Shonkoff & Phillips, 2000). Research suggests that high-quality home and school environments may provide promising avenues for preventing social and behavioral difficulties among young children and thus for improving their academic achievement. The proposed study will significantly advance the scientific knowledge base about the skills and behaviors that comprise social competence and provide compelling new evidence about the synergistic effects of children's home and school environments on their social, behavioral, and academic outcomes. Through analysis of existing datasets from the NICHD Study of Early Child Care and Youth Development, this innovative research will generate new knowledge by: (1) identifying the skills and behaviors that comprise social competence using multiple dimensions of these skills collected from numerous respondents (parent, teacher, child, observer) across settings (home, school, lab) between early childhood and adolescence; (2) providing vital estimates of the causal relations between social competence and achievement by rigorously correcting for observed family and child characteristics; (3) examining alone and in combination critical aspects of children's home and school environments to deepen our understanding of the risk and protective factors present in these environments and determine the situations in which children are most susceptible to these contexts. The first objective is to develop and test theoretically informed measurement models of children's social competence based on multiple constructs gathered from multiple informants and to examine measurement invariance across early childhood and adolescence using structural equation modeling (SEM). We propose that social competence may best be described as a single underlying construct rather than as multiple constructs and that this construct will be stable over time. The second objective is to determine the direction of the association between social competence and achievement using autoregressive cross-lagged models in SEM. We suggest that causal pathway begins with social competence rather than achievement. The third objective is to delineate risk and protective factors in both the home and school that influence the development of social competence and achievement, determine whether the hypothesized relations between these contexts and outcomes are stronger at certain ages, and identify the moderating processes by which these dimensions impact social and academic outcomes. We hypothesize that children's social and academic skills will derive from a combination of home and school experiences that work synergistically to produce positive outcomes and that these contexts will have differing effects on their social outcomes over time. The fourth objective is to examine linear and non-linear associations between sleep parameters and children's outcomes over time. We propose that better sleep practices will be associated with better social and academic skills over time. PUBLIC HEALTH RELEVANCE: The proposed study will advance the scientific knowledge base about the skills and behaviors that comprise social competence from early childhood through adolescence and will generate novel evidence that can be readily translated into programs and practices that support positive development across this period. Findings will be especially applicable to prevention work due to our focus on the home and school processes that generate positive outcomes across domains. Finally, we will carry out the proposed research at a time when there are intensive debates about what "best practices" for children look like; the proposed research will inform these debates by investigating systematically which programs and practices work, for whom, and under what conditions.

描述(由申请者提供)：早期不具备良好社交和行为技能的儿童比具有更高社交技能的同龄人在以后的学习中失败的风险更大(Raver，2002；Shonkoff&Phillips，2000)。研究表明，高质量的家庭和学校环境可能为预防幼儿的社交和行为困难，从而提高他们的学业成绩提供有希望的途径。这项拟议的研究将显著推进有关构成社交能力的技能和行为的科学知识基础，并提供令人信服的新证据，说明家庭和学校环境对儿童的社会、行为和学习结果的协同影响。通过对NICHD幼儿保育和青少年发展研究的现有数据集的分析，这项创新研究将通过以下方式产生新的知识：(1)使用从儿童早期和青少年时期的环境(家庭、学校、实验室)收集的大量受访者(家长、教师、儿童、观察者)收集的这些技能的多个维度，识别构成社会能力的技能和行为；(2)通过严格校正观察到的家庭和儿童特征，对社会能力和成就之间的因果关系提供重要估计；(3)单独和结合审查儿童家庭和学校环境的关键方面，以加深我们对这些环境中存在的风险和保护因素的理解，并确定儿童最容易受到这些环境影响的情况。第一个目标是基于从多个信息者收集的多个结构，开发和检验儿童社会能力的理论知晓测量模型，并使用结构方程模型检验儿童早期和青春期的测量不变性。我们认为，社会能力最好被描述为一个单一的基本结构，而不是多个结构，而且这种结构将随着时间的推移保持稳定。第二个目标是利用结构方程中的自回归交叉滞后模型来确定社会能力与成就之间的关联方向。我们认为，因果路径始于社交能力而不是成就。第三个目标是描述家庭和学校中影响社会能力和成就发展的风险和保护因素，确定这些背景和结果之间的假设关系在某些年龄是否更强，并确定这些方面影响社会和学术结果的缓和过程。我们假设，儿童的社交和学习技能将来自家庭和学校经验的结合，这些经验协同作用产生积极的结果，随着时间的推移，这些背景将对他们的社会结果产生不同的影响。第四个目标是检查睡眠参数和儿童随着时间推移的结果之间的线性和非线性关系。我们认为，随着时间的推移，更好的睡眠习惯将与更好的社交和学习技能相关联。 公共卫生相关性：拟议中的研究将推进关于从儿童早期到青春期构成社会能力的技能和行为的科学知识库，并将产生新的证据，这些证据可以很容易地转化为项目和实践，支持这一时期的积极发展。调查结果将特别适用于预防工作，因为我们把重点放在家庭和学校进程上，这些进程在各个领域产生积极成果。最后，我们将在关于儿童的“最佳实践”是什么样子的激烈辩论的时候进行拟议的研究；拟议的研究将通过系统地调查哪些方案和做法有效、对谁有效、在什么条件下有效来为这些辩论提供信息。